The Research on Teachers' Teaching Disturbance inElementary School Inclusive Education Class
| Autor: | Bih-Ju Lin, 林碧珠 |
|---|---|
| Rok vydání: | 2006 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 94 The main purpose of this study was to explore the difficult situation and the teaching problems encountered by the elementary school inclusion class teachers in Central Taiwan (i.e. Taichung County, Taichung City, Changhua County and Nantou County). Also, this study was to examine the degree of influence of the teachers’ teaching problems on background variables. This research takes questionnaire as a main research method with blend education teachers in central Taiwan elementary schools as its subjects. 250 copies of questionnaire in total were sent out, while a very high percentage as 243 valid copies of them were collected. Various statistics methods, including percentage,mean, standard deviation, t-test, one-way ANOVA were employed to analyze the differences among the samples’ background variables. The results are 1. The central Taiwan elementary school blend education class teachers’teaching perplexity by all accounts belongs to a medium degree. 2. The degree of teaching problems ranks from high to low: curriculum teaching, professional knowledge and skills, classroom management,and the supporting system the lowest. 3. The perplexity elementary school inclusion education class teachers possess varies according to individual background variants. The variables are as follows: different inclusion class teaching experience, different class size, whether a special class is established or not in school, different categories of handicap and learning obstacle as well as different regions where schools are located. As for the part of open-ended questions in the questionnaire designed for a more profound understanding and in-depth analysis on the research topic, 85 persons have given their answers among the 243 valid collected copies, including opinions about Inclusion Education (28 persons),curriculum teaching problems (25pesons), professional knowledge and skills problems（13persons）, classroom management problems（11persons）, and supporting system problems（8 persons）. This survey, as it shows, offers something meaningful for a further study to be made by the administration units of schools and other educationalinstitutions. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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